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1
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| 授業計画/Class |
Opening discussion of the structure and goals of the seminar. Introduction to the history of Shakespearean tragedy within the context of the early modern period. |
| 事前学習/Preparation |
The syllabus should be consulted prior to the first class and the texts, should have been ordered by the first meeting. |
| 事後学習/Reviewing |
Recheck the syllabus and decide on whether to give a presentation or participate in a performance. |
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2
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| 授業計画/Class |
Introduction to the first play, the context of popular constructivist historical representations of that began to appear from the beginning of the Elizabethan period. |
| 事前学習/Preparation |
Students should read the first 10 pages of the Norton introduction to the first play and begin forming a individually crafted module for accessing their marginal responses to the text. |
| 事後学習/Reviewing |
Students should review notes culled from the presentation and added to their handouts in order to develop a disciplined taxonomy for understanding Shakespearean texts. Also students should finish reading the remaining pages of the Norton introduction. |
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3
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| 授業計画/Class |
An exegetical examination of the properties of human values: loyalty, independence, rebellion as expressed in the early action and dialogues of the play. |
| 事前学習/Preparation |
Students should read the first scene of the play and consult the editorial footnotes as a non-authorial precise and begin memorizing the glossarial shorthand used for vocabulary, stage direction, and textual variants. Decide on groups for either presentation or performance. |
| 事後学習/Reviewing |
Students should review class notes and marginal commentary on the text. Groups 1 and 2 begin preparation for presentations. |
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4
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| 授業計画/Class |
A look at pathology that precedes and follows acts of violence. |
| 事前学習/Preparation |
Students should consult the class handout on presentation and performance and select a topic for presentation or a scene for performance. |
| 事後学習/Reviewing |
Students should review class notes and marginal commentary on Act II. Groups 1 and 2 continue preparations for presentations. |
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5
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| 授業計画/Class |
Presentations with attendant discussions from Groups 1 and 2. |
| 事前学習/Preparation |
Groups 1 and 2 should complete preparations for presentations. |
| 事後学習/Reviewing |
Review class notes and marginal commentary on Act III. Groups 3 and 4 should continue preparations for presentations. |
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6
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| 授業計画/Class |
Presentations with attendant discussions from Groups 3 and 4. |
| 事前学習/Preparation |
Groups 3 and 4 should complete preparations for presentations. |
| 事後学習/Reviewing |
Review class notes and marginal commentary on Act IV. Groups 5 and 6 should continue preparations for presentations. |
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7
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| 授業計画/Class |
Presentations with attendant discussions from Groups 5 and 6. |
| 事前学習/Preparation |
Groups 5 and 6 should finish preparations for presentations. |
| 事後学習/Reviewing |
Review class notes and marginal commentary. Review the full play in preparation for a reading test. |
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8
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| 授業計画/Class |
Reading test. Performance groups meet to begin preparation. Presentation groups meet with the professor for evaluation. |
| 事前学習/Preparation |
Final review for reading test. Final preparations for performance groups 1 and 2. |
| 事後学習/Reviewing |
Read the first ten pages of the Arden introduction to the second play. and write down preliminary ideas about the nature of Shakespearean comedy. |
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9
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| 授業計画/Class |
Introduction to second play, with a consideration of the nature of Shakespearean comedy and comedic forms as they developed during the early modern period. |
| 事前学習/Preparation |
Complete reading the Norton critical introduction to the second play. Make marginal notes for future class discussions. |
| 事後学習/Reviewing |
Review the handout for report writing. Begin preparation on Group presentations. |
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10
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| 授業計画/Class |
The following will be examined: The ethos of the ending and the returning from war. Gender politics and the rituals of love and marriage. Evil for evil's sake. |
| 事前学習/Preparation |
Groups 7 and 8 should continue preparation for presentations. |
| 事後学習/Reviewing |
Review class notes and marginal commentary. Groups 9 and 10 should begin preparation for presentation. |
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11
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| 授業計画/Class |
A look at the structured language and other formalities of love negotiations. A look at how the plays uses mistaken identities: the Prince as go-between, Claudio and Benedick dupped, Don John thwarted. Groups 7 and 8 presentations. |
| 事前学習/Preparation |
Groups 9 and 10 should continue preparing presentations. |
| 事後学習/Reviewing |
Review class notes and marginal commentary. |
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12
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| 授業計画/Class |
More love negotiations and tricks: Beatrice is duped, and Claudio is badly tricked. Also a study of the function of clowns in Shakespearean comedy. Groups 9 and 10 presentations. |
| 事前学習/Preparation |
Groups 9 and 10 finish preparations for presentations. |
| 事後学習/Reviewing |
Review class notes and marginal commentary. Begin preparations for writing the report. |
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13
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| 授業計画/Class |
The dark side of comedy: Claudio engineers the public destruction of his bride to be at their wedding, Beatrice seeks revenge, the villains have statements made against them. |
| 事前学習/Preparation |
Performance Groups 1 and 2 continue preparations for performances. |
| 事後学習/Reviewing |
Review class notes and marginal commentary. Performance Groups 1 and 2 continue preparations for performances. |
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14
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| 授業計画/Class |
Resolution of conflict: the dynamic and unsteady relationships between apology, forgiveness, and punishment. Claudio's repentance, Hero's rebirth, and Benedick and Beatrice swallow their pride. Performances from performance groups 1 and 2. |
| 事前学習/Preparation |
Prepare questions for reports. Performance groups 1 and 2 finish preparations for performances. |
| 事後学習/Reviewing |
Review class notes and marginal commentary. Continue working on reports. Performance groups 3 and 4 continue preparing for performances. |
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15
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| 授業計画/Class |
Reports due. Final discussion about the differences between tragedy and comedy. Performance from performance groups 3 and 4. |
| 事前学習/Preparation |
Final preparation for performance. Finish reports. |
| 事後学習/Reviewing |
Students should start the critical introduction to Othello and read at least the first 10 pages. |
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